No apology for the timed write

 “An Apologia for the Timed Impromptu Essay Test” by Edward White. In this article from NCTE (National Council of Teachers of English), written in 1995, the author discusses the rise and pitfalls of the timed writing tests. While it was heralded as an “effective, responsible, and teacher-supportive assessment” (White 30), there are many reasons why it is limited in terms of grading writing. White states that the timed writing test was a response against multiple-choice testing because it specifically focuses on writing instead of simply choosing a correct multiple-choice answer, which is a passive action.  Some reasons why timed writing tests are a valid indication of college class placement is that we can be sure that the essay is the work of the writer himself, and that it offers insight into the “focus and concentration” (34) of the student. The goal is not to seek a perfect multi-draft essay, but to see whether the writer can read and write coherent sentences (33). In contrast, portfolio assessment allows the reader to see growth and value in a variety of writing pieces (37), it uses multiple measures of grading such as self-assessment (38), and it defines the writing as a process instead of simple “first-draft writing” (36). The emphasis on timed writes focuses more on completion rather than content. What the author suggests is that instead of one timed write, students should respond to at least two questions so that the test can be a sort of “abbreviated portfolio” (44). He insists that all tests have restrictions, but the timed write is not bad.